Skip to Main Content
 

Global Search Box

 
 
 
 

Files

File List


Dissertation_TuckerJohnAndrew3.pdf (4.55 MB)

ETD Abstract Container

Abstract Header

Educating Translators Online: Optimizing Interaction During Translation Practice

Tucker, John Andrew
http://orcid.org/0000-0002-8118-3042
http://rave.ohiolink.edu/etdc/view?acc_num=kent1636093921270609

Abstract Details

2021, PHD, Kent State University, College of Arts and Sciences / Department of Modern and Classical Language Studies.
Students of translation must be able to translate in a collaborative language industry. However, contextual constraints can impede the pedagogically sound incorporation of professionally relevant tools into translation practice. In this study, I propose methods for identifying and addressing these constraints and optimizing translation practice through the informed selection and implementation of knowledge-sharing tools that promote the development of technological and personal/interpersonal translation competence. I report on action research conducted in an asynchronous online translation practice course, where problems are documented on interaction taking place via knowledge-sharing tools used to complete translation-relevant assignments. Solutions to these problems are proposed based on data gathered on tool usage and student and instructor discourse, in addition to the experiences, attitudes, and opinions of course stakeholders both in and outside the university. In a first step, a survey is launched to identify the primary affordances of tools professional translators employ to interact with other professionals during translation and of tools educators use for interaction during online translation practice. In a second step, survey responses, learning environment data, student feedback, and instructor reflections are collected with the participation of stakeholders in an online master’s-level introductory translation practice course. These data are analyzed to gauge learning using community of inquiry-based indicators of presence, which are related to the knowledge-sharing tools through which interaction occurs during two course assignments. The survey is also used to identify constraints affecting the selection and implementation of tools in these assignments. In a third step, ways are proposed to address the identified constraints while selecting translation-relevant knowledge-sharing tools. The resulting empirically informed optimization of interaction in online translation practice provides students with opportunities to develop technological and personal/interpersonal translation competence within a community of inquiry.
Erik Angelone (Advisor)
Gregory Shreve (Committee Member)
R. Kelly Washbourne (Committee Member)
Elena Novak (Committee Member)
240 p.
Pedagogy
action research; community of inquiry; distance education; knowledge-sharing tools; online teaching and learning; stakeholders; translation studies; translation tools; translation pedagogy; translation practice; translation technology

Recommended Citations

Citations

  • Tucker, J. A. (2021). Educating Translators Online: Optimizing Interaction During Translation Practice [Doctoral dissertation, Kent State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=kent1636093921270609

    APA Style (7th edition)

  • Tucker, John. Educating Translators Online: Optimizing Interaction During Translation Practice. 2021. Kent State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=kent1636093921270609.

    MLA Style (8th edition)

  • Tucker, John. "Educating Translators Online: Optimizing Interaction During Translation Practice." Doctoral dissertation, Kent State University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1636093921270609

    Chicago Manual of Style (17th edition)

kent1636093921270609
42
© 2021, all rights reserved.
This open access ETD is published by Kent State University and OhioLINK.